This way, parents are able to convert the home environment into a place where learning can take place with minimum interruptions. The schools assisting parents to build a positive learning environment at home, helps students to develop respect for the parents, while also gaining positive personal values (Epstein, 1997). It is such positive personal values developed by the students that eventually become essential in school learning, since such students will learn with minimal problems at school. The schools can also partner with parents through offering them child-rearing skills, such as those of understanding child development and also adolescence (Epstein, 1997). When parents are equipped with such skills, they become suitably placed to understand the educational requirements of their children at different stages, thus being able to complement the school efforts.
The Hoover-Dempsey and Sandler’s theory of parental involvement offers that parental involvement is essential in the educational life of their children (Hoover-Dempsey & Sandler, 1995). However, this theory offers that the success of inviting parents to involvement in schools will only be achieved, if the schools also establish suitable measures that overcome parental involvement barriers. First, this theory proposes that the schools, in playing the role of overcoming the barriers to parental involvement, must motivate and demonstrate parental-efficacy on the parents, through showing the parents that they are capable of, and can be effective in assisting their children in matters of education (Pullmann, Wiggins & Bruns, 2011). Further, the schools can enhance parental involvement through the creation of parental invitation to participate from others, where the use of tools such as newsletters, school emails, specific teacher and specific student invitations ...
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